Abstract

Preservice teacher education programs are the foundation of the future generations of teachers, and the pinnacle of beginning teacher training is the internship experience. A gap in educational literature exists in relation to the role of the internship experience in the development of preservice teachers’ understanding of teaching students to be prepared for a technology rich society through the integration of technology, pedagogy, and content. This mixed methods study surveyed 33 to examine the change in their self-perceived TPACK and their experience in relation to TPACK during the internship experience. It was determined that the effects of the internship experience were individualized and influenced by multiple factors.